Bodies and emotions in the university classroom: analysis of emotional dynamics in teaching and/or learning processes at the undergraduate level (Colombia)

Abstract

This article is derived from doctoral research conducted at Pontificia Universidad Javeriana on the circulation
of emotions within teaching and/or learning relationships in Colombian universities. The study explores an
often-overlooked dimension in education: the emotional fabric that shapes pedagogical bonds in today’s
university context. It analyzes how emotions and affective atmospheres are produced, circulate, and are
reproduced in educational settings, drawing from an epistemological perspective that combines interpretive
and socio-critical approaches, while considering the influence of market logics. Methodologically, the
research employed a hybrid approach that integrates autoethnography and educational ethnography,
supported by participant observation and semi-structured interviews. The findings reveal patterns in
interactions, characterized by movements of emotional closeness and distance, mediated by identity
and intersectional factors. The article proposes a theoretical model that engages with the Marxist theory
of commodity circulation, enabling an analysis of the use and exchange values assigned to emotions in
pedagogical relationships. In doing so, it offers a new perspective for understanding affective dynamics in
higher education, highlighting their significance in the configuration of educational bonds.